Mada International Academy 2

Scholastic Year (2025-2026)

Semester Plan (1st Semester)

Teacher: Niveen Al Owaise Subject: English

Grade: Sixth Grade

M
o W
Unit Title
n ee Date Lesson Title CCSS Main Objectives
& Chapter
t k
h
S W. 1
RL.6.1 ● Cite textual evidence to support analysis
e of what the text says explicitly as well as
p RL.6.2
inferences drawn from the text.
t
RI.6.3
e ● Determine a theme or central idea of a
m 7Rd.01 text and how it is conveyed through
b
Discoverin particular details; provide a summary of
e From brown girl from
r g your the text distinct from personal opinions
Brown Girl Dreaming. or judgments.
voice
● Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings.

W.2
RL.6.4 ● Determine the meaning of words and
From brown girl from RL.6.6 phrases as they are used in a text,
Brown Girl Dreaming. including figurative and connotative
RL.6.7 meanings; analyse the impact of a
specific word choice on meaning and
RI.6.2 tone.
RI.6.3  Explain the simple past tense and
7Rd.02 past continous.

7Uv.01 ● Explain how an author develops the

point of view of the narrator or speaker
in a text.
● Compare and contrast the experience of
reading a story, drama, or poem to
listening to or viewing an audio, video,
or live version of the text, including
contrasting what they “see” and “hear”
when reading the text to what they
perceive when they listen or watch.
● Determine a central idea of a text and
how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.

● Analyse in detail how a key individual,

event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through
 examples or anecdotes).
● Writing:
o Write a formal email
S W.3
L.6.1b ● Language:
e
p L.6.2a o 1-To be able to use Pronouns and
t Antecedents
e 7Rd.03
m o 2-To be able to use Pronouns and
b 7Uv.02 Homophones
e
r W.6.1 ● Use punctuation (commas, parentheses,
dashes) to set off non-restrictive
W.6.1 /parenthetical elements. *
Discoveri W.6.1b ● Writing:
Words Like Freedom
ng your ● Write an informative essay to support
voice claims with clear reasons and relevant
evidence.
● Introduce claim(s) and organize the
reasons and evidence clearly.
● Support claim(s) with clear reasons and
relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
S W.4
L.6.1b ● Language:
e
Discoverin o 1-To be able to use Pronouns and
p L.6.2a
t g your
Antecedents
e voice 7Rd.03
m o 2-To be able to use Pronouns and
b 7Uv.02 Homophones
e
r W.6.1 Use punctuation (commas, parentheses,
dashes) to set off non-restrictive
W.6.1 /parenthetical elements. *
W.6.1b ● Writing:
Words Like Freedom
● Write an informative text with clear
reasons and relevant evidence.
● Introduce claim(s) and organize the
reasons and evidence clearly.
● Support claim(s) with clear reasons
and relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
S W.5 Discovering
e your voice RI.6.5 ● Analyse how a particular sentence,
p paragraph, chapter, or section fits into
t RI.6.6
the overall structure of a text and
e
m RI.6.8 contributes to the development of the
b ideas.
e 7Rd.04
r From Selfie: The ● Determine an author’s point of view or
7Uv.03 purpose in a text and explain how it is
Changing Face of Self-
Portraits conveyed in the text.
● Trace and evaluate the argument and
specific claims in a text, distinguishing
claims that are supported by reasons
and evidence from claims that are not.
● Writing an informative paragraph.
O W.6

c From Selfie: The W.6.1c ● Language:

t Changing Face of Self-
o W.6.1d ● Sentence
Portraits
b
● Present Simple and Present
e L.6.1e
r Continuous
7Us.01
● Use words, phrases, and clauses to
7Us.02 clarify the relationships among
claim(s) and reasons.
● Establish and maintain a formal style.

O W.7

c ● Determine a theme or central idea of a

t RL.6.2 text and how it is conveyed through
o particular details; provide a summary of
b RL.6.3
e Unit 2 the text distinct from personal opinions
r A School’s Diary from I RL.6.4 or judgments.
Never am Malala
give up 7Ro.01 ● Describe how a particular story’s or
drama’s plot unfolds in a series of
7Uv.04 episodes as well as how the characters
respond or change as the plot moves
SL.6.1
toward a resolution.
 ● Determine the meaning of words and
SL.6.1a
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a
specific word choice on meaning and
tone.

● Speaking and listening:

● Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacher led) with diverse
partners on grade 6 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.
● Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation by
referring to evidence on the topic, text,
or issue to probe and reflect on ideas
under discussion.
● Recognize variations from standard
English in their own and others’ writing
and speaking, and identify and use
 strategies to improve expression in
conventional language. *
● Writing:
● Write a formal email
O W.8
● Analyse how a particular sentence,
c chapter, scene, or stanza fits into the
t RL.6.5
o
overall structure of a text and
b RL.6.9 contributes to the development of the
e theme, setting, or plot.
r RI.6.2
● Determine a central idea of a text and
RI.6.5 how it is conveyed through particular
Unit 2
A School’s Diary from I details; provide a summary of the text
7Uv.05
Never am Malala distinct from personal opinions or
give up 7Us.04 judgments.
● Analyse how a particular sentence,
paragraph, chapter, or section fits into
the overall structure of a text and
contributes to the development of the
ideas.
O W.9
● Grammar:
c 7Ug.01
t Present Perfect and Past Perfect
o 7Ug.02
b Unit 2 Sentence or sentence fragment
e From New Kid 7Ug.03
Never ● Writing:
r
give up 7Ug.04
●
Nonfiction Narrative

O W.1
● Analyse how a particular sentence,
0
c chapter, scene, or stanza fits into the
t
o From New Kid overall structure of a text and
b contributes to the development of
e RL.6.5 the theme, setting, or plot.
r
RL.6.9 ● Compare and contrast texts in
different forms or genres (e.g.,
7Rm.01
stories and poems; historical novels
7Rm.02 and fantasy stories) in terms of their
approaches to similar themes and
topics.
N W.11
● Determine a central idea of a text
o RI.6.2
and how it is conveyed through
v
e RI.6.5 particular details; provide a
Life Doesn’t Frighten Me
m summary of the text distinct
b 7Rd.01 from personal opinions or
e judgments.
r Unit 3 7Rd.02

Finding ● Analyse how a particular

courage sentence, paragraph, chapter, or
section fits into the overall
structure of a text and
contributes to the development
of the ideas.
N W.12
● Cite textual evidence to support
o analysis of what the text says
RL.6.1
v
explicitly as well as inferences
e RL.6.2
m drawn from the text.
b RI.6.3 ● Determine a theme or central
e
7Rd.03 idea of a text and how it is
r
conveyed through particular
Unit 3 7Rd.04
details; provide a summary of the
Finding Life doesn’t frighten me text distinct from personal
courage opinions or judgments.
● Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
meanings.

● Writing :Write a Poem

N W.13
● Determine the meaning of words and
o
RL.6.4 phrases as they are used in a text,
v Unit 3
e Fears and phobias RL.6.6 including figurative and connotative
Finding
m meanings; analyse the impact of a
b courage RL.6.7
specific word choice on meaning and
e
r
RI.6.2 tone.
RI.6.3
7Ro.01 ● Explain how an author develops the
7Rm.01 point of view of the narrator or speaker
in a text.
● Compare and contrast the experience of
reading a story, drama, or poem to
listening to or viewing an audio, video,
or live version of the text, including
contrasting what they “see” and “hear”
when reading the text to what they
perceive when they listen or watch.
● Determine a central idea of a text and
how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.
● Analyse in detail how a key individual,
event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through
examples or anecdotes).
N W. Unit 3 Fears and phobias
o 14 Finding
v RI.6.5 ● Analyse how a particular sentence,
courage
e paragraph, chapter, or section fits into
m RI.6.6
the overall structure of a text and
b
RI.6.8 contributes to the development of the
e
r ideas.
7Wc.02
● Determine an author’s point of view or
7Rm.01
purpose in a text and explain how it is
7Rm.02 conveyed in the text.
● Trace and evaluate the argument and
specific claims in a text, distinguishing
claims that are supported by reasons
and evidence from claims that are not.
N W. Unit 3 RI.6.2
o 15 Finding
Fears and phobias RI.6.2 Reading/Listening (to support ideas):
v courage
e “Speaking project” RI.6.4 ● Identify and discuss causes of fear
m in humans.
RI.6.1
b ● Summarize information from
e Topic: Fear – Causes and RI.6.3
short readings or videos about
r Responses
fear.
Duration: 2–3 lessons +
project time
● Express ideas clearly and
confidently about fear.

● 2Collaborate with peers to plan

and produce a short video, voice
recording, AI presentation, or live
presentation.

● Use descriptive language to

explain emotions and responses.
D W.
e 16
c
e
m
b
e
r
D W. `
e 17
c
e Final
m Revision
b
e
r